A Critical Analysis of ELTRP-HEC Project and Its Influence on English Teachers’ Professional Competence

Abstract

The mixed-methods design used in this study was an explanatory sequential design, designed to assess the effects of ELTRP-HEC program. The quantitative phase involved 360 English teachers of the public universities in Punjab who were chosen using the snowball sampling method and the qualitative phase involved interviewing 20 resource persons. A questionnaire and an interview protocol were used to gather information, which was validated by the experts and tested on a pilot basis. The questionnaire was quite reliable (Cronbachs alpha =.87). Data analysis was done using descriptive and inferential statistics (SPSS) and manual thematic analysis. Results showed that ELTRP-HEC program had positive effects on the skills, knowledge, confidence, instruction and research capabilities of the teachers. Overall, the program contributed to enhancing the quality of English language teaching in higher education. The study recommends continuous improvement and adaptation of the program to sustain long-term professional development and further strengthen its impact.